The author argues that an important aim for early childhood education is, and should be, for children to develop a view of themselves as competent and confident learners. The paper outlines some reasons for this, and ways in which early childhood curriculum and assessment practices can contribute to this aim. In particular, the author sees the development of a range of learning dispositions as a significant aspect, together with a sensitivity to place and environment. The New Zealand early childhood curriculum, and examples from research in New Zealand early childhood settings, illustrate these ideas.